Evaluating, developing, and promoting community college staff

1983 ◽  
Vol 1983 (41) ◽  
pp. 95-103
Author(s):  
Frank Adams
Keyword(s):  
Community College ◽  
College Staff

scholarly journals Perspectives on Implementation: Challenges and Successes of a Program Designed to Support Expectant and Parenting Community College Students in Rural, Midwestern State

2020 ◽  
Vol 24 (S2) ◽  
pp. 152-162 ◽  
Author(s):  
Natoshia Askelson ◽  
Grace Ryan ◽  
Felicia Pieper ◽  
Whitney Bash-Brooks ◽  
Addie Rasmusson ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Implementation Challenges ◽  
Implementation Evaluation ◽  
Gift Cards ◽  
Parenting Students ◽  
College Staff ◽  
One Year ◽  
College Setting ◽  
Quantitative And Qualitative Methods

Abstract Objectives Expectant and parenting students (EPS) at community colleges are an underserved and often under-resourced group. In a rural, Midwestern state, the department of public health was awarded the Pregnancy Assistance Fund (PAF) grant to assist this population. This paper outlines the results of the implementation evaluation and offers suggestions for programs and evaluators working with this population in the community college setting. Methods We conducted a multicomponent evaluation utilizing quantitative and qualitative methods. Evaluation activities included tracking activities/services, surveys and interviews with participants, and interviews with community college staff implementing grant activities. The research team calculated frequencies for quantitative data and coded qualitative data for themes. Results Data from the community colleges and students’ self-reports revealed that EPS most commonly received concrete support from the program, often in the form of stipends or gift cards. Students reported that concrete support was beneficial and helped to relieve financial stress during the semester. Students’ major barriers to participation were lack of knowledge about the program and busy schedules that prevented them from accessing PAF services. Staff reported that difficulty identifying EPS and the short one-year project period were major implementation challenges. Conclusions for Practice We recommend that community colleges work to identify EPS, use fellow EPS to recruit program participants, and implement programming that works with the students’ schedules.

Exploring Credit Mobility and Major-Specific Pathways: A Policy Analysis and Student Perspective on Community College to University Transfer

2017 ◽  
Vol 45 (4) ◽  
pp. 331-349 ◽  
Author(s):  
Michelle Hodara ◽  
Mary Martinez-Wenzl ◽  
David Stevens ◽  
Christopher Mazzeo
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Research Policy ◽  
Local Level ◽  
Student Perspective ◽  
Policy And Practice ◽  
Higher Education System ◽  
College Staff ◽  
Level Institution ◽  
Policy Systems

Objective: Problems with credit mobility, or the transfer of credits from a sending to a receiving institution, may be one reason why community college transfer students have low rates of bachelor’s degree completion. This study investigates different policy approaches to credit mobility and how college staff and students experience transfer at the campus level. Method: The study utilizes data from policy documents and legislative statutes, phone interviews with higher education system officials, and college staff across 10 states, and interview data with students and staff collected during site visits to 2- and 4-year colleges in Tennessee, Texas, and Washington. Results: We categorized credit mobility policies across a continuum, from system-wide transfer initiatives to local-level institution-to-institution approaches. We refer to these different policy systems as 2 + 2, credit equivalency, and institution-driven. Across the systems, policies may not be working as intended because many transfer students do not select a major and destination institution early enough in their community college career to avoid credit loss. Moreover, institutions may lack capacity to provide personalized support to students interested in transfer early in their career. Contributions: We provide a new framework to understand different policy approaches to ensuring transfer students’ credits transfer and apply to their major, and offer research, policy, and practice considerations to improve credit mobility across different policy systems.

How Community College Staff Inflict Pervasive Microaggressions: The Experiences of Latino Men attending Urban Community Colleges in Texas

2020 ◽  
pp. 004208592096359
Author(s):  
Claudia García-Louis ◽  
Victor B. Sáenz ◽  
Tonia Guida
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Urban Community ◽  
Racial Microaggressions ◽  
Latino Men ◽  
Qualitative Research Study ◽  
Implicit Biases ◽  
Subtractive Schooling ◽  
College Staff ◽  
Urban Community Colleges

In this qualitative research study we illustrate how implicit biases held by college personnel hinders the educational success of Latino men attending urban community colleges in Texas. In particular, we identify how often well-intentioned educators are (un)aware of how often they perpetrate racial microaggressions against Latino men. Interviews with community college faculty, staff, administers, as well as Latino men were conducted in order to triangulate findings. Findings illustrate racial microaggressions and subtractive schooling were evident through deficit based assumptions educators held about Latino men, their family and culture.

Community College Geography: A Question of Place

1996 ◽  
Vol 95 (1) ◽  
pp. 27-31
Author(s):  
John J. Hickey
Keyword(s):  
Community College

Prediction of Multiple Aspects of the Community College Experience

1970 ◽  
Vol 2 (4) ◽  
pp. 234-242 ◽  
Author(s):  
Clifford E. Lunneborg ◽  
Patricia W. Lunneborg ◽  
Renny Greenmun
Keyword(s):  
Community College ◽  
College Experience
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